Tag: secondary

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Sub Plans? Ugh!

Your alarm goes off in the morning, and you can barely roll over to hit the snooze button one more time. Your head is pounding, your entire body aches, and your throat is on fire. You have a decision to make: call in sick or suffer through the day? For most employees, it would be an easy choice– call in and go back to bed. But you’re a teacher, so the choice is a bit more involved. You’ve got to call in, log in to the sub system and request a sub (and hope that someone will pick up the job), and then…

Sub plans. Ugh. 

The ever dreaded sub plans. The last thing you want to do when you feel like you’re on death’s door is write out lesson plans for the day with enough details that a non-teacher can carry them out without any problems. Sometimes it feels easier to just go to work anyway and hope you can make it through the day. 

But sometimes, life happens, and there are simply days that you will have to write last minute sub plans. Occasionally, you luck out and the lesson you already had planned for the day is simple, like a test day or computer lab day for research. More often than not, though, your already planned lessons and activities are too complicated to leave for a sub. When this happens, it’s best to have a back up plan. It may not have to do with the content you are currently teaching, but that’s okay! If it’s educational, keeps students engaged, and is simple enough for anyone to pull off, it’ll do! 

Being prepared can save you a lot of hassle in the event of an emergency sick day. Create a folder of emergency sub plans that a substitute can easily get to. This folder should contain a couple of different lesson plans, complete with full instructions and any worksheets or activities they will need. 

If you don’t want to have a physical folder with lesson plans and worksheets, another option is to create a digital lesson that students can access on their ChromeBooks. Have a webquest, digital assignment, or other task ready to be sent out in the event of an emergency. 

Another option is to have a fellow teacher help you out. Sometimes, circumstances just don’t allow you to spend much time prepping a last minute sub plan, and you have to rely on others to help you out. I remember one Friday morning, I had a fellow teacher text me in a panic because her baby had decided to come two weeks early, and she was unable to write out an emergency sub plan, as she was at the hospital. She asked me to make some extra copies of the lesson I was teaching to my students for the day, and to run them down to her sub.  Make sure to have at least one contact from your team at school that you can send a quick text to should you need some help. 

No one ever plans for sickness, but it happens. Rather than risk getting our students sick, or risk being sick longer because you aren’t resting, it’s best to be prepared and to have a plan for when you need a last minute sub. Sure, it’s not ideal, and it’s kind of a pain to submit sub plans when you’re not feeling great, but if you’re prepared, it’ll be easy peasy, lemon squeezy!

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Restoring the Peace

Teachers wear many hats on any given day, and sometimes even have to wear multiple hats at a time. It’s a constant balancing act, requiring a teacher’s mind to always be in “on” mode, ready to switch hats and act in a new capacity. One of those capacities is that of a support person in times of crisis or distress. 

Dysregulation is, by definition, when there is an imbalance or disruption to the regular function of a system. Typically when we see this manifested in students, there has been some sort of trigger that has upset the regular balance of emotions and/or behaviors. This can lead to outbursts, heightened emotions, muddled thinking, and even physical reactions. 

When a student becomes dysregulated, a teacher must often step in to offer assistance, comfort, and guidance. A teacher’s priority is to keep their students safe, so in a situation where a student has become dysregulated, the teacher must ensure that the struggling student, as well as all other students in the room, remain safe. The specific actions taken to restore balance and calm can look different in every situation, but there are a few steps that remain consistent across the board. Employing these tactics can help to deescalate a situation quickly so that the classroom can return to a safe space for everyone as soon as possible. 

Remove Triggers

If possible, remove whatever it is causing the student to become dysregulated. If it is another student, separate them. If it is frustration over an assignment, remove the assignment from their desk for a bit. Whatever it is, try to find a way to put some distance between the dysregulated student and the trigger.

Stay calm & Reassure

A dysregulated adult cannot effectively calm down a dysregulated student. Remaining calm– as difficult as that can sometimes be– is incredibly helpful when you are attempting to calm a student down. They can sense your emotions and will mirror them. Remember, we don’t need to add our chaos to their chaos!

Offer Space

A student who is feeling out of sorts often needs space to regroup. If they feel cornered, it could potentially escalate their already heightened emotions, leading to a worse situation. If, however, a student is being physically reactive, intervention may need to be made to remove the student from the situation so as to prevent themselves and/or others from getting harmed. 

Validate Feelings & Actively Listen

Name to tame– identify the emotions and feelings so students know what it is they are feeling. Once they have named what they feel, it is easier to identify ways to regulate those feelings. Let the student know that feelings aren’t bad– we all have them! It’s how we manage them when they feel out of control that matters most in a situation like this. Take time to listen to what the student has to say, and use good listening strategies so they know you hear them– nod when appropriate, make eye contact, repeat back key points or phrases to show you’ve understood them, and ask questions to clarify as needed. Students are more likely to calm down and feel safe if they know they have a trusted adult who cares about them.

Give options and choices for alternatives

Find an alternative activity for the student to do until they feel calm enough to engage with classmates again. This might look different for every student. Perhaps you might offer some time in a calm down corner, or maybe allowing the student to put on some headphones and listen to a meditation exercise. Other students might respond well to a coloring activity or perhaps even a sensory activity like play-doh or kinetic sand. A fidget toy or stress ball might be a great alternative activity for an escalated student as well!

Choose your battles

As a teacher, you reach a point where you realize that some battles just aren’t worth fighting. Assess the situation, and make a choice. If the cause of the dysregulation really is an issue, address it and find a solution. If the cause of dysregulation really isn’t that big of a deal in the grand scheme of things, learn to let some things go. You as the teacher get to make that call.

Know when to ask for extra support

Occasionally, you may find that you have a student so dysregulated that you can’t handle it on your own. Learn your limits and learn to recognize when you need an extra hand. It might be that you need someone else to come remove the student from the room, or maybe you need someone to come sit with the rest of your students so that you can step out and help your student resolve whatever it is that is triggering them. Schools are full of other teachers and staff who are willing and ready to step in should the need arise. 

Teachers can do so much when it comes to helping their students learn to manage their feelings in appropriate ways. When a teacher takes the time to walk through deescalating techniques, students can learn methods and techniques to calm themselves down. As they practice these methods, they begin to realize that they can handle their triggers on their own and that they have the tools needed to regulate their own emotions without outside help, and that becomes a skill that they can use the rest of their lives. 

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Classroom Management: A Tale of Trial & Error

Managing a room full of students can be challenging. You quickly find that what works for one student doesn’t work for another, and sometimes you feel like you are spinning in circles trying to find something that works. It can be frustrating, for sure. 

Management styles and methods vary from teacher to teacher, and can be dependent on many factors. Teacher personalities can influence the kind of management techniques that are used. Student personalities can also largely determine how a teacher manages the classroom. Another factor that definitely plays a role is the grade being taught and managed. Kindergarteners and first graders are typically going to eagerly respond to management techniques that involve silly, catchy little rhymes or actions, such as “One, Two, Three, Eyes On Me!”, sticker charts, and so on. Younger grades tend to also be very highly motivated by external motivators: give them a chance to earn a tootsie roll or a sticker, and you will grab their attention quickly! Upper elementary grades also usually respond to similar methods, but often aren’t as quick to do so. 

Secondary classes can be trickier to find successful management techniques. For the students who truly need behavior management help, offering a sticker or piece of candy probably isn’t going to do much. Forming a connection and being kind, however, will go a long way.

I recently surveyed a handful of teachers about their classroom management techniques. I found a good variety of answers and ideas. Keep reading to see what they had to say!

What is one classroom management technique that you have found great success with?

  • Connection (9th grade)
  • I have a 120 chart and kids put small sticky notes on it as they are caught being good. When the chart is full we spin a wheel for the winners! I pick 5 or 6 kids. Then we take them all off and start again! Winners get a prize from the prize box! (1st grade)
  • Focusing on positive behaviors, having a type of behavior system for individuals, groups/tables & whole class (4th grade)
  • Reinforce positive behaviors (Kindergarten)
  • Classroom money with a class store linked with prizes they actually want. (2nd grade)
  • My students absolutely love being called out for making good choices and signing a chart. Once the chart is full we do a class drawing to win prizes or other things. (3rd grade)

What is your biggest struggle with classroom management?

  • Adapting systems to each class. Every year is different! (4th grade)
  • Students unable to communicate. (9th grade)
  • When I cannot find what motivates certain kids and it seems like NOTHING works! (2nd grade)
  • It is so hard to give a consequence to a student you know will not take it well. (3rd grade)
  • Defiance- straight up telling me no. (1st grade)
  • Noise level. (Kindergarten)

What classroom management advice would you give to new teachers?

  • Consistency is key, even when you know the student might take a consequence badly. Also sometimes what’s fair for one isn’t fair for the other. It’s ok to make tweaks in expectations for students that need it. (3rd grade)
  • Have class, individual, and group systems. (Money, table points, whole class parties they work together to earn) and just know these kids are built different so it is harder! (2nd grade)
  • Connect with your kids, they will do anything for you if you form that connection from the start. Set high expectations, but give grace. (9th grade)
  • Think of your behavior management plan and then explicitly teach it to kids! State expectations clearly and then hold them to it. (4th grade)
  • Keep at it! It takes time and patience! (1st grade)
  • Keep kids busy and working. (Kindergarten)

Great advice all around! These teachers shared some great ideas as well as some encouragement– something we can all benefit from!

When it comes to finding what works for you as a teacher, it can be a lot of trial and error, and it may take some time to settle into a groove that works for you and for your class. But if there’s one thing that I’ve learned about teaching, it’s that any time spent trying to help your students be their best selves and to succeed is time well spent!

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Paid Prep Time for Teachers

At this point, you’re likely into second and final week of your Winter Break. You’re probably at a point where you are still enjoying your time off and don’t really want to think about going back quiet yet. But yet, somewhere in the back of your mind, you’ve got a quiet voice reminding you that you only have so many more days until you’re back in the swing of things in your classroom. I lovingly refer to that feeling as the “end of break yuckies” and know all too well how they feel. So believe me, I get it! 

We drove past a school yesterday while heading out to the grocery store, and there were several cars in the parking lot. My daughter immediately asked if they had school today. When I told her that they still didn’t have school for another week, she then wondered why there were teachers at the school. I mean, it was a valid question. A question that made me start to think about my time in the classroom and how much of my break time had been used to prep for future lessons at home or actually going into the building to get my classroom in order for my students to return. While I tried to avoid going into my classroom or prepping lessons over breaks, I usually had to in order to avoid chaos on the first day back. 

As was evidenced by the cars in the parking lot yesterday, I know I’m not the only one who has had to use break time as work time, and that begs the question: why are we not giving teachers more paid prep time around big breaks? 

What if, instead of teachers and students returning all on the same day, we gave teachers a paid prep day before students return? That way, teachers would be able to more fully enjoy their break without having to sacrifice a day of their time off to get things ready for their students to return. A professional development day of sorts, but no meetings, no trainings, no “team building” exercises. Just a day for teachers to come to the building— in their comfy clothes if they want— to get stuff done: make copies, make worksheets, plan lessons, sanitize their desks, reorganize supply bins, change their bulletin boards, and so on. If budget allows, the school could provide lunch for the teachers, and teachers could simply get stuff done without having to take breaks for meetings. 

I know there are teachers out there who would greatly appreciate a day like this, and would have such a relaxing yet productive day. So, I want to know— does your district offer a day like this every now and then? If not, would you utilize it if it were offered? Let me know in the comments! 

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So You Want to Apply for Our Scholarship?

Applying for scholarships can feel daunting, especially when there is a project that is required. From deciding what project to do, planning and executing the project, then documenting everything and filling out the application, it can be a lot! I reached out to some of our previous scholarship recipients to get their input— after all, who better to ask then people who have been through the process themselves?!

Here’s what they had to say!

What are some things you learned about organization and planning during the process of completing your project?

I learned that successful organization starts with listening. Understanding the unique needs of immigrant ESOL students helped me prioritize goals and structure activities that truly mattered. Planning required flexibility, some events needed to be adjusted based on language barriers or transportation challenges. I also realized the power of breaking the project into phases and involving others made everything more manageable and impactful.

I learned how important it is to think about all the steps of the process before starting, so issues are minimized. Many projects don’t get completed because of issues that happen along the way so I made sure to think about problems that might occur and find ways to mitigate them before they happened. Have a clear general plan before starting your project and you should be set. 

I also learned that planning can be improved upon along the process. I did my project for 2 years and I was able to see the more difficult parts from the first year and change my process to be improved. 

Also as a general note: keep track of the whole process. My memory is bad so I made sure to take notes and pictures and that really helped me so I could continue the project each year. Also it helps to have those stats and photos when applying for this scholarship to really demonstrate your impact.

If you could go back and do anything differently with your project, what would you do?

I would stop over-planning. I wanted every detail to be perfect before taking the first step, which slowed down momentum early on. If I could go back, I’d embrace progress over perfection and start sooner even if the plan wasn’t flawless. I’ve learned that action creates clarity, and sometimes the best ideas come once you’re already in motion. That shift in mindset helped me grow as a leader and made the project more responsive to real needs.

I would find a way to implement new high schoolers to take over for the future. The project was really great for the community and I really wish I was able to pass it onto someone else so it continues each year. I moved for school and I can only help the project when I come home now. I plan to find someone to take it over soon though because my community still really needs it.

Applying for a scholarship can feel intimidating. What advice would you give to someone who is doing a project and planning to apply for the Build A Better Future Scholarship?

Start by connecting your project to your personal values. Applying to this scholarship isn’t just about what you did but it’s about why it mattered to you and how it made a difference. Keep notes and pictures during your project to capture moments of growth, challenge, and impact. When it’s time to apply, those reflections will help you write with authenticity and more confidence.

My biggest advice is to apply!!!! Even if you think your project is small, if it is making an impact, it is not small. You are actively helping the community and it never hurts to apply for a scholarship. I thought I had no chance of getting scholarships but I still applied to this one and it has really helped with my schooling, so please apply. I promise it’s worth it 🙂

Do you have any other words of advice or encouragement to this year’s seniors as they work on projects and work toward applying for our scholarship?

Don’t wait for perfection and start with passion. Your project doesn’t have to change the world overnight. What matters is that it reflects your heart and your effort. Stay consistent, ask for help when needed, and remember that small actions can lead to big change. You’re building something meaningful, even if it doesn’t feel huge at first.

Knowing what you know now, what would you tell yourself during the project and application process?

Trust the process. There will be moments of doubt, but they’re part of the journey. Stay focused on who you’re helping and let that guide your decisions. When it comes to the application, don’t overthink it. Speak from the heart and let your story shine through.

What great advice! It’s appreciate these previous winners sharing their thoughts and experiences with us. I hope these wise words can help you as you plan and carry out your projects in preparation for applying for our scholarship! We can’t wait to see the amazing things this year’s applicants do!

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Christmas Find & Count

My kids excitedly reminded me yesterday that we only have TWO weeks until Christmas! How did it sneak up so quickly?! As promised a few posts ago, here is a Christmas Find & Count activity page in black and white. You can find a color one here.

Teachers, print this out for your students if you need a festive but quiet activity as we get closer to Christmas Break. Parents, print this out if you need a festive but quiet activity once the kids are out of school and at home for Christmas Break! These Find & Count pages also make great activities for long car rides, quiet waiting rooms, or for early finishers in class.

Please only use for classroom or personal use. Do not resell, repost, or claim as your own.

Happy Holidays!

Christmas Find & CountDownload
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IEP Team Players

My youngest three kids are currently receiving speech services at their school, and subsequently all have Individualized Education Plans. Part of having an IEP means there are annual meetings with the IEP team to determine if the child is still eligible for services. As luck would have it, all three of my kiddos’ IEPs were up for their annual meeting today, which meant that I got to start my morning at the school, talking with the group of teachers, administrators, and speech therapists who make up the IEP team. 

As we reviewed each of my kids’ progress and struggles, I felt so incredibly thankful for an IEP team that is supportive, kind, and has my kids’ best interests in mind. What a difference it makes to have everyone on the same page with the same goals! Throughout the years I was teaching, I had the chance to attend many IEP meetings for my students. I knew the why behind the meetings, and I always did my part to contribute, but it wasn’t until I became a parent with children who have IEPs that I truly understood just how valuable these meetings can be. 

Being a part of the IEP team for each of my children is more than being a warm body in the room to sign the paperwork. It gives me a chance to get a report of their progress, show support for the teachers and therapists that help my children, and, most importantly, it gives me a chance to advocate for my children. It is such an honor and privilege to be able to do that. As a parent, I am the one who knows my children best. Because I know my children and am with them more than the speech therapist and technician are, I am able to see what is and isn’t working and can get a good idea of their progress in “real life” rather than from assessments or 15 minute speech sessions each week. I can then take those observations to the other members of the IEP team and can let them know if there is anything we need to change. 

On the other hand, since I am not a trained speech therapist or technician, I only know so much. They are crucial members of the IEP team because they have the proper tools and knowledge to measure speech progress. They have been taught and trained how to best help kids learn to properly form their speech sounds. They can offer solutions and suggestions to help my children in ways that I cannot. 

Sure, my children don’t have to receive speech services. I could probably find some resources online and could try to help them at home. Their progress wouldn’t be as productive, but I’m sure I could make some leeway. I also don’t have to be an active participant of the IEP team. I’m sure the speech therapists would continue helping my kids with minimal input from me. 

BUT… when I do my part in conjunction with the speech therapists, so much more progress happens. My children feel much more supported and encouraged. They know that they have a safe group of adults who are on their side, trying to give them all the help they can to be able to make the progress they need to. 

If you have a child receiving special education services, I’m sure you know just how important every member of the IEP team is. If you aren’t yet an active participant in your child’s IEP team, I encourage you to become one! It will make a world of a difference to your child, to you, and to the people at the school who are working with your child. And as we all know, any effort expended on behalf of our children helping them improve is effort well worth it!